Resources
Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
1,001 Results found
UNICEF in China and Beyond Year of publication: 2019 Corporate author: United Nations Children's Fund (UNICEF) This report seeks to give an overview of UNICEF’s work in China and, through these experiences, provide a global perspective on the major development areas relevant to children today. This includes child-friendly spaces, poverty reduction and early childhood education. The publication presents a snapshot of the issues, challenges and accomplishments in health, education, child protection, and social policy and reform sectors in China. 
Education in a Post-COVID World: Towards a Rapid Transformation; Middle East and North Africa; Regional Brief Year of publication: 2023 Corporate author: United Nations Children's Fund (UNICEF) On March 11, 2020, the World Health Organization declared COVID-19 a global pandemic, resulting in disruptions to education at an unprecedented scale. In response to the urgent need to recover learning losses, countries worldwide have taken RAPID actions to: Reach every child and keep them in school; Assess learning levels regularly; Prioritize teaching the fundamentals; Increase the efficiency of instruction; and Develop psychosocial health and wellbeing. This brief presents regional findings from the 4th round of the Survey on National Education Responses to COVID-19 School Closures (‘joint survey’), administered between April to July 2022, and the Global Education Recovery Tracker (‘GERT’), administered between May to July 2022. It examines how countries in the region have progressed in recovering and accelerating learning through the five key policy actions in the RAPID framework. These findings are a follow-up to the 1st round of RAPID data collected in March 2022. 
Education in a Post-COVID World: Towards a Rapid Transformation; Latin America and the Caribbean Regional Brief Year of publication: 2023 Corporate author: United Nations Children's Fund (UNICEF) On March 11, 2020, the World Health Organization declared COVID-19 a global pandemic, resulting in disruptions to education at an unprecedented scale. In response to the urgent need to recover learning losses, countries worldwide have taken RAPID actions to: Reach every child and keep them in school; Assess learning levels regularly; Prioritize teaching the fundamentals; Increase the efficiency of instruction; and Develop psychosocial health and wellbeing. This brief presents regional findings from the 4th round of the Survey on National Education Responses to COVID-19 School Closures (‘joint survey’), administered between April to July 2022, and the Global Education Recovery Tracker (‘GERT’), administered between May to July 2022. It examines how countries in the region have progressed in recovering and accelerating learning through the five key policy actions in the RAPID framework. These findings are a follow-up to the 1st round of RAPID data collected in March 2022. 
Education in a Post-COVID World: Towards a Rapid Transformation West and Central Africa Regional Brief Year of publication: 2023 Corporate author: United Nations Children's Fund (UNICEF) On March 11, 2020, the World Health Organization declared COVID-19 a global pandemic, resulting in disruptions to education at an unprecedented scale. In response to the urgent need to recover learning losses, countries worldwide have taken RAPID actions to: Reach every child and keep them in school; Assess learning levels regularly; Prioritize teaching the fundamentals; Increase the efficiency of instruction; and Develop psychosocial health and wellbeing. This brief presents regional findings from the Global Education Recovery Tracker (‘GERT’), administered between May to July 2022. It examines how countries in the region have progressed in recovering and accelerating learning through the five key policy actions in the RAPID framework. These findings are a follow-up to the 1st round of RAPID data collected in March 2022. 
Education in a Post-COVID World: Towards a Rapid Transformation; East Asia and Pacific Regional Brief Year of publication: 2023 Corporate author: United Nations Children's Fund (UNICEF) On March 11, 2020, the World Health Organization declared COVID-19 a global pandemic, resulting in disruptions to education at an unprecedented scale. In response to the urgent need to recover learning losses, countries worldwide have taken RAPID actions to: Reach every child and keep them in school; Assess learning levels regularly; Prioritize teaching the fundamentals; Increase the efficiency of instruction; and Develop psychosocial health and wellbeing. This brief presents regional findings from the 4th round of the Survey on National Education Responses to COVID-19 School Closures (‘joint survey’), administered between April to July 2022, and the Global Education Recovery Tracker (‘GERT’), administered between May to July 2022. It examines how countries in the region have progressed in recovering and accelerating learning through the five key policy actions in the RAPID framework. These findings are a follow-up to the 1st round of RAPID data collected in March 2022. 
Education in a Post-COVID World: Towards a Rapid Transformation; Eastern and Southern Africa Regional Brief Year of publication: 2023 Corporate author: United Nations Children's Fund (UNICEF) On March 11, 2020, the World Health Organization declared COVID-19 a global pandemic, resulting in disruptions to education at an unprecedented scale. In response to the urgent need to recover learning losses, countries worldwide have taken RAPID actions to: Reach every child and keep them in school; Assess learning levels regularly; Prioritize teaching the fundamentals; Increase the efficiency of instruction; and Develop psychosocial health and wellbeing. This brief presents regional findings from the 4th round of the Survey on National Education Responses to COVID-19 School Closures (‘joint survey’), administered between April to July 2022, and the Global Education Recovery Tracker (‘GERT’), administered between May to July 2022. It examines how countries in the region have progressed in recovering and accelerating learning through the five key policy actions in the RAPID framework. These findings are a follow-up to the 1st roundof RAPID data collected in March 2022. 
Education in a Post-COVID World: Towards a Rapid Transformation; Europe and Central Asia Regional Brief Year of publication: 2023 Corporate author: United Nations Children's Fund (UNICEF) On March 11, 2020, the World Health Organization declared COVID-19 a global pandemic, resulting in disruptions to education at an unprecedented scale. In response to the urgent need to recover learning losses, countries worldwide have taken RAPID actions to: Reach every child and keep them in school; Assess learning levels regularly; Prioritize teaching the fundamentals; Increase the efficiency of instruction; and Develop psychosocial health and wellbeing. This brief presents regional findings from the 4th round of the Survey on National Education Responses to COVID-19 School Closures (‘joint survey’), administered between April to July 2022, and the Global Education Recovery Tracker (‘GERT survey’), administered between May to July 2022. It examines how countries in the region have progressed in recovering and accelerating learning through the five key policy actions in the RAPID framework. These findings are a follow-up to the 1st round of RAPID data collected in March 2022. 
Education in a Post-COVID World: Towards a Rapid Transformation; Advocacy Brief Year of publication: 2023 Corporate author: United Nations Children's Fund (UNICEF) Around the world, a lack of support for foundational learning is depriving millions of children of their right to learn. But while this is a global challenge, it is not an impossible one. UNICEF and partners have developed an evidence-based solutions framework that clearly sets out what we know works to get children learning. This framework, known as RAPID, covers five key actions: Reach every child and keep them in school; Assess learning levels regularly; Prioritize teaching the fundamentals; Increase the efficiency of instruction, including through catch-up learning; and Develop psychosocial health and wellbeing. Using the latest results from the Global Education Recovery Tracker (GERT) (collected between May and July 2022), this brief sets out the global progress made under each RAPID action and highlights lessons learned from around the world. Finally, the brief points out areas for improvement so governments can take targeted action to reach every child. 
The State of the World’s Children 2017: Children in a Digital World Year of publication: 2017 Corporate author: United Nations Children's Fund (UNICEF) The State of the World’s Children 2017 examines the ways in which digital technology has already changed children’s lives and life chances – and explores what the future may hold.If leveraged in the right way and made universally accessible, digital technology can be a game changer for children being left behind – whether because of poverty, race, ethnicity, gender, disability, displacement or geographic isolation – connecting them to a world of opportunity and providing them with the skills they need to succeed in a digital world. But unless we expand access, digital technology may create new divides that prevent children from fulfilling their potential. And if we don’t act now to keep pace with rapid change, online risks may make vulnerable children more susceptible to exploitation, abuse and even trafficking – as well as more subtle threats to their well-being.This report argues for faster action, focused investment and greater cooperation to protect children from the harms of a more connected world – while harnessing the opportunities of the digital age to benefit every child. 
How Digital is Transforming the Lives of Young People in Small Island Developing States Year of publication: 2024 Corporate author: United Nations Development Programme (UNDP) Young people represent a sizeable and vital population in Small Island Developing States (SIDS). For them, digital technologies are more than just tools; they are gateways to new horizons. Digital is creating fresh opportunities, opening doors to unconventional careers, and redefining how knowledge is acquired and shared. Young people are using digital to start new businesses, explore new opportunities, learn new knowledge and skills, and to build global connections. However, young people are also cautious about digital – and they recognise risks and issues posed by digital channels, tools, and technologies. ‘How Digital is Transforming the Lives of Young People in SIDS’ explores these opportunities and challenges by hearing from young people – in their own words. Through a bespoke survey chatbot, running on messaging platforms most used by young people living in SIDS, more than 5,000 respondents from over 30 countries discuss how they’re using digital to transform their lives and livelihoods. And the barriers and challenges that they are facing on their digital journeys.